Challenges faced by immunology educators in higher education and their responses through an adapted ecological systems framework of teaching challenges
Bibliographic Data
Introduction Advances in our understanding of the immune system have contributed to important progress in the medical field, however gaps in immunology education and training persist. Methods We surveyed 76 immunology instructors housed in a range of institutions in the United States regarding challenges they face, as well as the solutions they employ using an adapted form of the K-12 conceptual framework of teaching challenges for higher education. Using a mixed method approach, we categorized challenges as extrinsic (outside or under instructor control) or as intrinsic (student cognitive factors). Results We found that immunology instructors faced challenges that, when compounded or lacking in support, became barriers. We found that immunology was taught in varied formats and contexts, primarily to undergraduate biology majors, with class sizes ranging from under 50 to over 200 students. Interestingly, we found that a large number of instructors did not report having formal training in immunology, highlighting a critical need for professional development in the field. Patterns also emerged suggesting that instructors at smaller institutions encounter additional constraints. Despite these challenges, educators demonstrate creativity and resilience in adapting their teaching practices, which we share. Still, many noted that administrative support could further ease these barriers and assist with instructor retention. We also found that programs and courses have yet to integrate immunology curricula as a result of these challenges. Discussion This study provides valuable insights for immunology education researchers and offers practical recommendations for instructors and administrators. It also highlights the potential to adapt existing resources from other biology subdisciplines to better support immunology educators—whether they are seasoned experts or new to the field. As the AAAS Vision and Change report emphasizes, evidence-based teaching practices are essential for the future of biology education, and immunology education is only beginning to develop its pedagogical foundation
Creativity · Curriculum · Higher education · Psychological resilience · Teaching method · Ideological and Political Education · Science Education and Pedagogy · vaccines and immunoinformatics approaches
Analyzing Qualitative Data
Teacher efficacy
Ecological systems theory.
Motivation and social cognitive theory
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Toward the development of an elementary teacher's science teaching efficacy belief instrument
Active learning increases student performance in science, engineering, and mathematics
From expectancy-value theory to situated expectancy-value theory
Integrating neuroscience and immunology core concepts to develop a neuroimmunology curriculum
Revisiting barriers to implementation of bioinformatics into life sciences education
Active Learning and Technology Approaches for Teaching Immunology to Undergraduate Students
Developing a conceptual model for students’ scientific civic engagement self-concept
Teaching immunology in the 21st century
Teacher self-efficacy and reform
Teaching and learning about respiratory infectious diseases
Self-efficacy
Neuroscience and Education
Challenges to teaching evolution
Enlisting the power of youth for climate change
Perceived Self-Efficacy in Cognitive Development and Functioning
A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research
| Highly cited | No |
|---|